I enjoyed learning Scratch from MIT.edu. I used the answer until correct function to develop the interactive part. This function might be great for mathematics or chemistry problems. But, I question it for ecology where correct answers are often more complex than single words and where multiple answers can be correct when given in any order. I think that multiple answer questions will frustrate students. I often found that I could not get the correct answer because I typed in the correct answer as a plural rather than a singular noun. Also, answers that included multiple nouns did not often work evewn when typed in correctly. I even found in one example that my correct answer had an extra space between words that caused incorrect answers everytime I thought I was correct. It was very hard to see the extra space. Another prtoblem is that long, multiple scripts using controllers often skipped questions,arts odd questions or sprites. But, this did not happen everytime. But, it did happen most of the time with the clam; not everytime.
The way I would use scratch in biology is to have students use it to demonstrate their learning. I would gelp them and we would interact whil;e learning both Scratch and academic content. I simply don't trust a lengthy scratch project to operate effectively in a biology classroom without significant support. I do think that students wouild like learning it and making presentations just as I did. So, in interactive F2F computer lab sessions, I think it will be outstanding. But used alone for independant use by students, I think it is standing out in the rain until mit.edu improves upon the way controllers connect, and the reliability and flexibility of the answer until correct operators/controllers. See the screencast of my project below.
No comments:
Post a Comment